Gamification in Classroom Behavior Management in Baku’s Private Secondary Schools
Date Issued
2026
Author(s)
Tushev, Aleksey
Abstract
This is a qualitative case study that explored how gamification is used as a classroom behavior management strategy in private secondary schools in Baku, Azerbaijan, and examined the perceptions of both teachers and students regarding its effects. In recent years, gamification — the deliberate application of game design elements such as points, badges, rewards, and leaderboards in non-game educational settings — has gained considerable attention as a tool for improving student motivation and classroom conduct. Despite growing international literature on the subject, no peer-reviewed research has yet investigated gamification in the specific context of private secondary schools in Baku, leaving a notable gap in locally grounded evidence. This study explored three research questions: (1) What gamification elements do teachers select and adapt for classroom behavior management in Baku's private secondary schools? (2) What practices do teachers use to implement these elements in their day-to-day classroom management routines? (3) What are the teachers' and students' experiences and perceptions regarding the effects of gamification on classroom behavior management?
To address these questions, four teachers and five students from two private secondary schools in Baku were purposefully recruited. Data were collected through semi-structured interviews and supplemented by researcher field notes. Transcriptions were systematically coded through open, organizational, and thematic coding stages, with triangulation applied across participant groups to support confirmability.
The findings suggest that teachers approach gamification as an adaptive strategy rather than a fixed toolkit, adjusting point systems, competitive structures, and reward-based incentives according to students' grade level and developmental stage. Implementation practices varied across schools in terms of formalization, consistency of tracking, and feedback communication, with consistency emerging as a key factor in students' perceptions of fairness and trust.
The findings further indicate that gamification functions most effectively when embedded within a broader behavioral framework that incorporates structured routines, respectful feedback, and parental communication. Implications for classroom practice, school leadership, and teacher training in the Azerbaijani educational context are discussed.
To address these questions, four teachers and five students from two private secondary schools in Baku were purposefully recruited. Data were collected through semi-structured interviews and supplemented by researcher field notes. Transcriptions were systematically coded through open, organizational, and thematic coding stages, with triangulation applied across participant groups to support confirmability.
The findings suggest that teachers approach gamification as an adaptive strategy rather than a fixed toolkit, adjusting point systems, competitive structures, and reward-based incentives according to students' grade level and developmental stage. Implementation practices varied across schools in terms of formalization, consistency of tracking, and feedback communication, with consistency emerging as a key factor in students' perceptions of fairness and trust.
The findings further indicate that gamification functions most effectively when embedded within a broader behavioral framework that incorporates structured routines, respectful feedback, and parental communication. Implications for classroom practice, school leadership, and teacher training in the Azerbaijani educational context are discussed.